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PBIS Team Training. Module 2: Secondary Implementation. Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative. - PowerPoint PPT PresentationTRANSCRIPT
PBIS Team Training
Module 2: Secondary Implementation
Exceptional Children DivisionBehavior Support & Special Programs
Positive Behavior Intervention & Support Initiative
Modules developed by the University of Missouri
Center for School-wide PBIS and revised by
North Carolina PBIS Team
4
Training organized around three “modules” School responsibilities
Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI
NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities
PBIS Training Overview
Overview: Module 2
Review Data : Classroom Data, Data Decision Rules,
Evaluation Systems: Referral Process, Intervention Team,
and Effective Classroom Design and Management
Practices: Effective Classroom Management/lessons, Small Group Social Skills Instruction, Check-in/Check-out, Mentoring
Team Time
Module 2 Accomplishments and Products
At the end of these two days, teams are expected to use the problem-solving model to:Assess current level of implementation & determine plan to address gapsIdentify strategies to improve classroom managementBegin planning systems to support secondary implementation Plan to collect & evaluate secondary dataRevise and update Action PlanMaterials to Assist: slides, workbook, supplemental resources, & Action Plan
Be Responsible Return promptly from breaks Be an active participant
Be Respectful Silence cell phones Listen attentively to others
Be Kind Participate in activities Listen and respond appropriately
to others’ ideas
Expectations
7
Attention Signal
Trainer will raise his/her hand
Participants will raise their hand and wait quietly
8
School-wide Implementation
Review
What is PBIS?
10
“…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13)
SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
11
ResourcesPage 4
Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students Progress
Monitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- action for Eligibility
EC
Specially DesignedInstruction
BehaviorInterventions
Related Services
School ImprovementSchool Improvement
Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning
Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
ResourcesPage 5
Positive Behavior Intervention & Support
13(Sugai, et al, 2010)
Primary PreventionSchool wide and
Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students
Secondary PreventionSpecialized Group
Systems for Students with At Risk Behavior
~15%
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High Risk Behavior~5%
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
ResourcesPage 4
Core
15
GOAL: 100% of students achieve
at high levels
Tier I: Begins with clear goals:
1.What do we expect all students to know, understand and do as a result of our instruction?
2.How will we know if these goals are met?
3.How will we respond when students do not meet the goals with initial instruction?
4.How will we respond when some students have already met the goals?
(Batsche, 2010)
Supplemental
16
Tier II < 20% of students
Core +
Supplemental
To Achieve Benchmarks
1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/month to get there?5.What resources will move them at that rate?6.How will we monitor the growth of students receiving supplemental instruction?
(Batsche, 2010)
ve, Individualized
17
Tier III < 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1. Where is the student performing now?
2. Where do we want him/her to be?
3. How long do we have to get him/her there?
4. What supports has he/she received?
5. What resources will move him/her at that rate?
6. How will we monitor and evaluate the student’s growth?
(Batsche, 2010)
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people 18
PBIS
Focuses on prevention Focuses on instruction Uses data to make
decisions & develop appropriate curriculum
Collaborative process
19
PBIS Training & Implementation
All PBIS Modules organized around problem-solving model
20
ResourcesPages 6-8
PBIS
21
PBIS
22
Administrators at Successful PBIS Schools
23
Systems Implementation Logic
Fixsen and Sugai, 201024
Features of a Comprehensive System of PBIS
25
Assess the current behavior management practices
Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain family and community participation and
input Oversee, monitor, and evaluate all planned
objectives and activities developed by the team
PBIS Team Responsibilities
26
Activity: Audit of School-wide Implementation
1. Complete the Universal section of the Implementation Inventory (or review your completed Inventory)
2. Determine if your score is above 80%3. Address any areas of concern on your action
planWorkbookPages 3-5
Why is it so critical to build School-Wide Interventions before implementing Secondary
and then Tertiary Interventions?
It’s Time to Consider Secondary PBIS Implementation When…
Universals have been implemented but are not sufficient to impact specific behaviors
Students display chronic patterns Behavior is impacting academic progress and
“time in class”
Primary PreventionSchool wide and
Classroomwide Systems for All Students,Staff, & Settings ~ 80% of Students
Secondary PreventionSpecialized Group
Systems for Students with At Risk Behavior
~15%
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High Risk Behavior~5%
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
Take a close look at Classroom Management before implementing specific secondary intervention
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehavior Behavior InterventionIntervention& Support& Support
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
32
Secondary Data
IIO at least Level 1 and SET scores at least 80% Triangle Data Data Collection Tool: DBR Data decision rules Small Group Outcome Data Evaluation of Secondary level of PBIS
NC PBIS Data Collection Manual
Triangle of Student Referrals
07%
10-15%
03%
80-90%
90%
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures
Targeted Group Interventions Some Students (at-risk) High Efficiency Rapid Response
Universal Interventions All Settings All Students, Preventive, proactive
1-5% Students with 6+ referrals
Students with 2-5 referral
Students with 0-1 referrals
Referrals by Student as a Universal Screening Tool
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
Data needed to Problem-Solve
Data from “bounces,” ODR, ISS, after-school detention, OSS should include information about Location Frequency Problem Behavior Motivation
DBRs
Daily Behavior Report = DBR The DBR involves a brief rating of target
behavior over a specified period of time Additional examples at
http://www.interventioncentral.org/htmdocs/interventions/behavior/behrptcd.php
37Level II
ResourcesPage 9
38
Characteristics of DBR
The DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least
daily obtained information is shared across individuals
(e.g., parents, teachers, students) the card is used to monitor
the effects of an intervention as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
39
Potential Uses for the DBR
Increase communication As a component of an intervention package,
particularly in self-management Provide “quick” assessment of behaviors,
especially those not easily captured by other means
Monitor student behavior over time Flexible
(Chafouleas, Riley-Tillman & McDougal, 2002)
A systematic DBR possesses the following 4 characteristics:
1. The behavior of interest must be operationally defined
2. The observations should be conducted under standardized procedures
3. The DBR should be used in a specific time, place, and at a predetermined frequency
4. The data must be scored and summarized in a consistent manner
40(Chafouleas, Riley-Tillman & McDougal, 2002)
How are DBR data summarized?
41
DBR Considerations
Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects
42
43
Data Decision Rules
Data Decision Rules
Can be used by teams to determine set points where students will be referred for additional support
Can be used to determine focus of implementation
Data Decision Rule Examples
Any student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention
Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention
Any student who fails one or more classes will be invited to join a small group related to classroom success
Data Decision Rule Examples
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
ResourcesPage 10
Evaluate Program Effectiveness
Pre-test/post-test comparison of criterion for entrance into program (attendance, grades, suspensions, etc.)
Activity: Secondary Data
Assess & Identify Problems Develop Hypothesis & Solutions Identify Action Steps
WorkbookPages 6-7
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehaviorBehaviorIntervention Intervention & Support& Support
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
51
Systems Support for Effective Teaching
Secondary Systems
Supporting effective classroom systems Brain-based learning Cultural Responsiveness Effective Teaching Plans
Secondary Team Functions Data Decision Rules How Students Access Targeted Interventions
Effective Classroom Systems
Brain-Based Learning
Students are functioning from either: Limbic System: Fight or Flight Cerebral Cortex: Analytical, Logical
Brain develops from back to front Frontal Cortex: Self-regulation, attention,
critical thinking Problem-solving, long-term planning develop
last
Proof that impulse control…
…and judgment develop last
Classroom Implications
Emotional responses from students = reduced reasoning, logic, ability to understand consequences
To avoid functioning in limbic mode in the classroom, students must feel Safe Wanted Successful
Perception is Reality
What is “perceived” by the brain determines the chemical response
How one interprets reality when under stress is most reflective of one’s significant life experiences Repetitive experiences reinforce synaptic
pathways
Activity: Johnny’s Story
The Chemistry of Attention
Dopamine levels decrease as focused attention time is required or enforced
Dopamine regulates emotion, movement, and thought
Research suggests 8-12 minutes of maintained attention for grades 3-7
When learners are drowsy or “out of it,” it’s likely that brain chemical levels are low
Classroom Implications
Provide ENGAGING activities:
•Physical movement•Use humor•Play music•Change location
•Drama/Storytelling•Games•Discussions •Celebrations
BONUS…physical activity triggers release of hormones that enhance neural communication, elevates mood, and assists in long-term memory formation!!
ROTATE STYLES of instruction to provide strong contrast
:•Mini-lectures•Group work•Peer feedback•Reflection
•Individual work•Team time•Computers•Student-led teaching
Classroom Implications
Use emotion to trigger attention Alert Students’ Senses Trigger Significant Memories Introduce a Sense of Novelty
Build in time for processing and rest so information has a chance to make it into long-term memory
Classroom Implications
Activity: Classroom System
How can your team support all teachers in using effective classroom systems?
WorkbookPage 8
Activity
Labels
Culturally Responsive Instruction
Is School Discipline Fair?30 Years of Study
Disproportionality found based on race/ethnicity & gender in:
Office referrals Suspension & expulsion events Corporal punishment Alternative schools Inconsistently applied rules
(Skiba, 2008)
What Behaviors are StudentsReferred For By Race?
White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language
Black students referred more for: Disrespect Excessive Noise Threat Loitering
Of 32 infractions, only 8 significant differences:
(Skiba, 2008)
Other Cultural Factors
Students who receive free lunch are at increase risk for school suspension
Students whose fathers did not have a full time job were significantly more likely to be suspended
Both low and high income adolescents agreed that low income students were unfairly targeted by disciplinary practices
Skiba, Micheal, Nardo & Peterson, 2002
Culturally Responsive Instruction
Acknowledge students’ differences as well as their commonalities
Validate students’ cultural identity in classroom practices and instructional materials
Educate students about the diversity of the world around them
Promote equity and mutual respect among students
Assess students’ ability and achievement validly
Culturally Responsive Instruction
Foster a positive interrelationship among students, their families, the community, and school
Motivate students to become active participants in their learning
Encourage students to think critically Challenge students to strive for excellence as
defined by their potential Assist students in becoming socially and
politically conscious
APA Recommendations: Reducing Disciplinary Disproportionality
School-wide: Teacher training in classroom behavior
management Reducing cultural mismatch Avoid one-size-fits-all discipline Use data to facilitate change
(Skiba, 2008)
Activity: Cultural Responsiveness
With your team discuss the implications of disciplinary disproportionality within your school
Problem-solve for possible solutions
WorkbookPage 8
Effective Teaching Plans
Effective Teaching Plans… Are for all teachers Become fluid, living, breathing documents Support reflective, thoughtful, well-planned
teaching & use of effective strategies (academic and social)
Provide direction for needed PBIS system supports
Components of An Effective Teaching Plan
Define classroom rules based on school-wide expectations
Outline routines (attention signal, etc) Establish schedule for teaching routines and procedures Decide strategies for encouraging appropriate behavior
and discouraging problem behavior Plan a variety of instructional
strategies Establish effective classroom
environmentResourcesPages 11-13
Effective Instruction
Effective instructionincreases the likelihood
of correct student responses
Correct responding is correlated with positive
teacher interactions
Leading to increased academic achievement of students and positive behavioral exchanges
between students and teachers
Gunter, Hummel, & Venn, 1998
Creating a Climate for Learning
Clear, Positive Expectations
Clear Rules Positive Role
Modeling Acceptance of
Shaping Respect for Each
Student
Limit Setting Praise Procedures &
Routines Positive
Reinforcement Structured Academic
Success
Activity: Effective Teaching Plans
How can our PBIS team help all teachers in our building utilize Best Practice in the Classroom?
WorkbookPage 9
Secondary Team Systems
Secondary Systems
Secondary support team processes Referral process for students Function based intervention
Secondary Support Team Processes
PBIS Secondary Support Team Processes
How will you structure your team? Subcommittee of existing PBIS team? Separate team dedicated to problem-solving
secondary behavior concerns?Who will be on your team now? Counselor, Social Worker, Behavior Specialist,
ISS coordinator, others, etc.
What does the PBIS Secondary Support Team do?
For secondary levels of support: Create data decision rules Create referral form & flow chart for Secondary
Support Process Facilitate referral process for intervention & support Oversee secondary intervention implementation Evaluate data to determine intervention progress &
effectiveness
Activity: Secondary Support Team Processes
Discuss and outline how your secondary support team will operate
WorkbookPage 9
Secondary Referral Process
Who is appropriate for Secondary interventions?
APPROPRIATE Low-level problem behavior (not severe) 2-5 office referrals Behavior occurs across multiple locations Examples:
talking out minor disruption work completion
Primary PreventionSchool wide and
Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students
Secondary PreventionSpecialized Group
Systems for Students with At Risk Behavior
~15%
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High Risk Behavior~5%
Data Decision Rules
0-1 ODRs
2-5 ODRs
6 or more ODRs
Other data decision rules:-# minor incident referrals-absences -teacher concern-behavior screening results
Referral Process
Simple referral process for staff (referral form example)
Team receives referral Respond to teacher referral within 48 hours Team assigns secondary intervention Intervention begins within 10 days Team evaluates
Continue Intervention Move to next step in problem solving process
TargetedIntervention
TargetedInterventionTargeted
InterventionTargeted
Intervention
TargetedIntervention
TargetedIntervention
Team Assessment of Concern
Team Assessment of Concern
Team ContactTeam Contact
Request for Assistance
Request for Assistance
Secondary Referral ProcessSecondary Referral Process
ResourcesPage 14
Critical Features
Rapid access to intervention Very low effort by teachers Positive System of Support
Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment
Functional Assessment Adequate resources allocated (admin, team) Continuous monitoring for decision-making
Activity: Secondary Referral Process
Review and discuss sample Secondary Support System Referral Flow Chart and Referral Form to begin designing the system for your school
WorkbookPage 10
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehaviorBehaviorInterventionIntervention& Support& Support
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
95
Secondary Practices
To correctly match appropriate intervention practices to
problem behaviors, teams will rely on the science of behavior.
Basics of Behavior
Behavior is learned Every social interaction you have with a child
teaches him/her something
Functional Perspective
Every behavior serves a purpose (…every picture tells a story …)
Every behavior’s purpose is to meet a need (either real or perceived)
The “WHY” of behavior
Discuss
How would knowing the function of problem behavior assist in developing interventions?
Brief Behavioral Assessment
Eddie’s teacher is increasingly frustrated with his outbursts. Anytime she asks Eddie to work independently or turn in assignments, Eddie talks back, yells out, gets out of his seat, or “starts something” with his classmates. Eddie’s teacher says that she has tried repeatedly to talk to him about this behavior to no avail.
Behavior Interventions
Look for opportunities to: Prevent problem behavior from occurring Teach an acceptable alternative behavior Reward a positive behavior
Behavioral Interventions ResourcesPage 15
Activity: Assess Current Support
List the Student Support Programs being offered in your school now. Decide which behavioral needs are met by each program.
WorkbookPage 11
Common Questions Activity
-or-
We know what you’re really thinking…
Common Questions?? Do Problem Students Deserve
Positive Attention? When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way? Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave? Won’t the Students Know The Positive Attention is
Phony? What Do You Do When You Just
Don’t Like the Student?
Practices In The Classroom
Preparing the Classroom Teacher
Rules are defined for each of the expectations and posted in classrooms
Routines have been established Praise is given and made priority Acknowledgement Procedure for tracking discipline issues Range of consequences are consistent
108
ResourcesPage 16
Activity: Classroom Practices
Complete the classroom practices team activity
109
WorkbookPage 12
Tiered Lessons for Students with Behavioral Challenges
(Northey Waterman, 2005)
Select a Differentiated Process
Multiple Intelligences Tiered lessons based on four learning styles Flexible grouping Differentiated learning experiences
(Northey Waterman, 2005)
Multiple Intelligences
Linguistic-skits, letters, speeches
Musical-songs, ballads, commercial jingles
Kinesthetic-skits, dances, videos, talk shows
Naturalist-environment, affect, history, protection
Spatial-maps, posters, models, collages
Logical/Math-database, charts, graphic organizers
Interpersonal skills
(Northey, 2005)
Intrapersonal skills
Four Learning Styles(Northey, 2005)
Flexible Grouping
Flexible grouping helps to avoid “tracking” students at certain levels or learning styles.
Students can get to know more of their peers if they are required or inspired to become involved in group work with everyone in class at some point.
Flexible Grouping Continuum Examples
1. Foundational to transformational2. Concrete to abstract3. Simple to complex4. Single facet to multiple facets5. Small leap to great leap6. More structured to more open7. Less independent to more independent8. Slow to quick
Environmental Assessment
Physical Arrangement
Physical Arrangement
Reduce congestion in high-traffic areas Ensure the teacher can easily see all students Make teaching materials and student supplies
easily accessible Make sure students can easily observe whole
class presentations Devote some display space to student work
Classroom Arrangement Considerations
What type of activities will students typically be doing?
What type of student interaction does the teacher want?
What arrangements will foster these activities and interactions?
Establish Expectations, Rules, and Routines
Establish Behavioral Expectations and Rules
Use school-wide expectations as basis for classroom rules
Clearly and positively stated State in observable terms Posted and referred to frequently Teach explicitly to FLUENCY Reinforce consistently
Establish Procedures Based on Expectations
Develop a schedule Teach an attention signal Teach routines for repetitive
tasks Use precorrects
Develop Classroom Schedule
Establish predictable schedules illustrate with icons, time, etc.
Schedule non-instruction time Evaluate the variety and time for each activity. POST
Develop A Schedule...Down Time Causes Problems
Unscheduled time in a classroom is an open invitation to disruptive behavior.
Scheduled time is one of the basic proactive variables that is under teacher control.
At least 70% of the school day should be scheduled for academic activity
Teach Attention Signal
Always use a simple portable cue Avoid starting instruction until all students are
attending Reinforce students who attend immediately Provide specific verbal praise to peers to redirect
students Consistency, consistency, consistency!
Routines
Used for transition times and basic activities that happen on a regular basis
Establish clear expectations for students and adults
PLAN, POST, and TEACH routines
Effective Routines - Rationale
The number one problem in the classroom The number one problem in the classroom is not discipline; it is the lack of procedures is not discipline; it is the lack of procedures and routines. A vast majority of the and routines. A vast majority of the behavior problems in the classroom are behavior problems in the classroom are caused by the failure of students to follow caused by the failure of students to follow procedures and routines.procedures and routines.-Harry Wong-Harry Wong
Effective Routines:Why They Help Manage Behavior
Support for transition times and basic activities that happen on a regular basis
Establish predictability Clear Expectations
for Student Behavior
Clear Expectations for Adult Behavior
Encourage Expected Behavior
Encourage Expected Behavior
Provide praise for correct academic responses and appropriate social behavior leading to:
Increases in student correct responsesIncreases in on task behaviorDecreases in disruptive behaviors
(Sutherland, 2000)
Encourage Expected Behavior: Verbal Feedback
Timely and accurate Specific and descriptive (Tie to school-wide expectations)
Contingent Age-appropriate Given in a manner that fits your style
Examples of Non-Verbal Feedback
Wink Nod Thumbs-up Pat on the back High-five Hug (when and where appropriate)
Ratio of Interactions
4:1 ratio of positive-to-negative statements Each time you have a negative interaction, tell
yourself you owe that student positive interactions Identify specific times you will give positive feedback Schedule individual conference time Scan the room for appropriate behaviors Engage in frequent positive interactions with all
students
Teaching Effective Rules
Tell-Show-Practice-Assess-Repeat Give positive reinforcement for appropriate
student use Consider consequences for errors
re-teach redirect time to “Cool Down”
Reflect! Are the rules working? Why or why not?
Teaching Rules
Teach your expectations
before theactivity or
transition begins.
Teach your expectations
before theactivity or
transition begins.
Monitor studentbehavior
by circulatingand visually
scanning.
Monitor studentbehavior
by circulatingand visually
scanning.
Provide feedbackduring the activity and
at the conclusionof the activity.
Provide feedbackduring the activity and
at the conclusionof the activity.
Begin the cycle again forthe next activity.
Give Precorrects
PRECORRECTS function as REMINDERS Opportunities to practice Prompt for expected behavior Especially helpful before teacher
anticipates behavior learning errors
Precorrect Examples
“Remember to put your papers in the bin before you quietly walk out of the room.”
“Sam, show us how to be respectful and line up quietly for gym.”
Increasing Positive Interactions
Focus on teaching students to get attention through responsible behavior
Require adults to change the ratio of adult to student interactions from primarily negative to primarily positive
Increasing Positive Interactions
Based on the concept that most students want and need adult attention
Leads students to feel like valued members of the learning community
Techniques to Improve Compliance
Do not use a question format Get up close - proximity Use a quiet voice Make eye contact Give them time
Techniques to Improve Compliance
Tell them only twice Give one direction at a time Tell students what you want them to do (rather
than what you don’t) Verbally reinforce compliance Get up and move
Increasing Opportunities to Respond:
Active Participation
Encourages everyone to become involved in learning
Increases rate of responses of all learners Increases attainment of material presented Allows reluctant learners a secure environment
to practice Decreases inappropriate or off task behavior
Some Examples…
Whole Group
Verbal Responses
Whole Group Action Responses
Whole Group Written Responses
Smal
l
Group
s/par
tner
s
Practice Time!
Students should be reinforced at a rate of _____ to ______.
Universal strategies used in classroom management are to teach rules and _________.
PBIS stands for_________________.
Minimize and Correct Student Behavior Errors
Techniques to Minimize At-Risk Behaviors
Surface Management Cognitive Approaches Sensory Strategies Signaling Systems
Surface Management: Proximity
Physical presence of the teacher is an external source of control for student behaviorAllows for intervention without any “public” acknowledgement of the student or behaviorTeacher circulates around the room, moving closer to the student as behavior occursProximity can range from standing nearby to placing a hand on the desk or shoulderThe teacher continues teaching!
Surface Management: Antiseptic Bouncing
Allows the student to exit the setting briefly and minimizes continuation/escalation of the behaviorSignal student to leave while “saving face”Travel to an arranged spot for a set time This can be done as a “helping job”This process should prearranged
Surface Management: Humor
Humor can be used to effectively redirect and/or de-escalate behaviorA good ice-breaker allows everyone to save faceCaution: avoid sarcasm!Caution: If you said it, and you are the only one laughing, it wasn’t really funny!
Surface Management: Ignoring
Quite simply, refusal to respond Useful for low-intensity behaviors No eye-contact, emotion, proximity, message
(verbal, gesture, tone, expression) Begins immediately upon behavior initiation Pair with reinforcement of the correct behavior
Cognitive Approach: Routines
Structure creates safety and comfort Provides a sense of purpose, work guidelines
and ability to anticipate Structure that is universal will especially
benefit certain students Additional individual structure may be needed
Cognitive Approach: Repetition
If it’s important, say it (write it, do it) again! Natural way for the brain to determine
importance Ensures information will be available when it is
ready to be processed Can also be done through symbolic attachment
Sensory Strategy: Music
There are specific neurons for processing music…it may be a preferred learning style.Specifically helpful in spatial reasoning and mathUseful to facilitate student transitionImpacts and helps regulate moodCan be calming to students with anxiety….Provides multiple reinforcement opportunities
Sensory Strategy: Movement
Physical movement (gross and fine motor) Associated with language development and
problem solving Repetitive movement can improve recall Can increase engagement and time on task for
those easily distracted/inattentive Provides stress reduction Provides multiple reinforcement opportunities
Signaling System: Cueing
Visually/Verbally based prompts and reminders Improve overall communication when paired
with language Respond to the brain’s needs during stress to
process information & clarify perceptions Gain student attention by signaling what is
important Minimize disruptions to the learning process
Signaling Systems: VISUAL CUEING
Visuals are the strongest aide in quick learning. Vision also has dedicated neurons in the brain. Children need gestures to make language clearer. Stress makes the brain more dependent on visuals not
only to hear and process, but also to establish perceptions.
Use visual cues to get students’ attention, to clarify language, as a behavioral intervention, and to signal the brain as to what is important.
Signaling Systems: Verbal CueingCATCH PHRASES
Nike?Trix?
Burger King?Conjunction
Junction? Key Points in your lessons should be reduced to
catch phrases. Rules/Procedures should be reduced to catch
phrases.
What should be your first strategy to address repetitive
student behavior errors?
Correct Student Behavior Errors
“Emotion Free” response More effective if students have been taught
expected behaviors Minimize attention other than to signal an
error has occurred Praise for appropriate behavior
How does it look…Correct Student Behavior Errors
1. Signal that an error has occurredRefer to rules: "We respect others in this room by not using
put downs.”2. Ask for an alternative appropriate response "How can you show respect and still get your point across?"3. Provide an opportunity to practice the skill and provide
verbal feedback"That's much better, thank you for showing respect
toward others.”
Utilize Effective Reinforcement Strategies
Behavior(s) are determined and taught Reinforcement is contingent upon appropriate
behavior Be generous with reinforcers at the beginning Reward class when:
Students who have not exhibited behavior in the past are exhibiting the behavior now.
Students who have exhibited behaviors in the past continue to exhibit them.
Effective ReinforcementStrategies
Verbal Praise Paired With
A system to deliver group contingencies or individual reinforcement
“Yes/no” bag Compliance matrix Lottery tickets
A process for students to exchange token/lottery tickets
Assessing Classroom Environment
Things to Consider First…
Establishment of a universal (school-wide) system does not guarantee individual teachers are implementing with high integrity
Students who appear “At-Risk” may benefit more from a teacher improving his/her skills in behavior management than in student participating in targeted interventions
Practices in the Classroom
Assess physical arrangement of classroom Establish behavioral expectations/rules Encourage expected behavior Minimize and correct student behavior errors Provide effective instruction
ResourcesPages 16-22
Secondary Interventions(Practices)
Is It Really Resistance To Intervention?
Before Implementing a Secondary Intervention, You Must Ask:
Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?
Some Secondary Interventions…Some Secondary Interventions…
-Small Group Social Skills Instruction-Check In/Check Out (CICO or BEP) -Mentoring
Targeted Social Skills Instruction
“Students learn appropriate behavior in
the same way a child who doesn’t know how to read
learns to read—through instruction, practice,
feedback, and encouragement.”
- Tim Lewis
Teaching Behavior
Inappropriate behavior is viewed as a skill deficit
Social skills training teaches students a process or strategy to resolve problems
Teaching behavior is used when a student needs to replace problem behavior with a more desirable behavior
Two Types of Social Skill Deficits
Skill deficits (cannot do) Direct teaching approach
Coaching, modeling, behavior rehearsal Performance deficits (will not do)
Incentive-based management approach Prompting, cuing, reinforcement Prompted social initiations Home and school rewards Individual and group contingencies
Assessment of Social Skills
Skill based deficit Provide strong incentive to observe if
student can perform under such conditions
Assessment of Social Skills
Performance based deficit Motivational deficit
Observe if student performs skill following introduction of motivational strategy
motivation=value*belief in ability*get reward promised (Vroom, 1964)
Discrimination deficit Student frequently performs skill, but fails to
perform under specific circumstances Oblivious to social cues or social demands of
situation
Social Skills Instruction
Direct instruction Skill based approach
Social problem solving Strategy based approach
Opportunistic teaching (not enough alone) Prompt students who have missed an opportunity to
practice a skill Provide correction when skill is incorrectly or
inappropriately demonstrated Debrief when student uses inappropriate behavior in place
of appropriate social skill
To effectively teachsocial skills you must ALWAYS
determine what you want the student to do INSTEAD
Social Skill Areas
Cooperation skills Assertion skills Friendship skills Empathy skills Self-control skills School and classroom skills
Social Skills Instruction for Small Groups
Select & group students with similar needs Determine staff responsible Determine best time for instruction Select curricula & write lessons Communicate with teacher and parents Evaluate effectiveness
Social Skills Instruction for Small Groups
Select & group students with similar needs Type of problem behavior Intensity of problem behavior Age/Developmental level Gender Develop group behavior management plan
Social Skills Instruction for Small Groups
Determine staff responsible Consider size of group and type of
problem behavior when assigning staff to (co)lead
Determine best time for instruction Lunchtime, before/after school, rotating
schedule, intervention block
Social Skills Instruction for Small Groups
Select curricula & write lessons Consider students’ developmental level Commercial curricula, online lessons, or
custom lessons Materials needed Meeting space
requirements/limitations ResourcesPages 23-24
Generalization Strategies
Provide a range of useful skill variations Teach in the targeted setting When teaching, include peers the target
student is likely to encounter in the problem setting
Use a number of adults when teaching Continue teaching for a sufficient amount of
time
Social Skills Instruction for Small Groups
Communicate with teacher and parents Written parent permission best practice Determine how teacher(s)/parent(s) can
encourage/participate (homework)
Social Skills Instruction for Small Groups
Evaluate effectiveness Pre/Post Data Comparison Teacher/Parent Feedback Student Assessment
Social Skill Example: Following Directions/Instructions
Discuss rationale for the critical rule What would happen if you do or do not follow
directions? If you follow directions, you may be seen as more responsible
& cooperative which could lead to more privileges Your teacher will view you as a learner because you follow
through If you don’t follow directions, an adult might think you are
deliberately misbehaving or ignoring them Elicit responses from students: when, where & with whom
they would use this skill
Activity: Teaching Skills
We need 12 volunteers
Following Directions
Teach/describe the skill and skill steps Model examples and non-examples Acknowledge (verbal or nonverbal) Decide if you need to ask any clarifying questions Role play/practice with feedback Do the task immediately Students and teachers observing can provide specific feedback Review and test:
Identify one time when you did not follow directions Identify one time when you did follow directions
Critical Components of Behavior Instruction
Teach the skill Demonstrate the skill Provide multiple opportunities for practice
with feedback Reinforce and encourage when students
demonstrate the skill
Key Points
It’s not what they know, it’s what they do Behavior can be taught Students need multiple opportunities to
practice behavioral skill deficits Teachers need to reinforce students when they
demonstrate targeted skills
Research-Based SS Curricula
ResourcesPage 25
Second Step
VideosPre-KK-12-34-5
Middle School
Activity: Social Skills Groups
Using your ODR data determine which social skills lessons and groups are most needed at your school, list: When will lessons be taught How will team ensure
instruction is occurring Evidence of lessons Possible reinforcers for participation
WorkbookPage 13
Check-In Check-Out(CICO, aka BEP)
CICO
Research-based intervention effective with 75% of students who participate
Check-in & check-out daily with an adult at school
Daily performance data used to evaluate progress
Behavior Education Program
DVD
10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or academic goals
2. Continuously available for student participation3. Implemented within 3 school days of team
determination4. Can be modified based on assessment and/or
outcome data5. Includes structured prompts for ‘what to do’ in
relevant situations(Crone, Horner, & Hawken, 2004)
10 Critical Features of CICO/BEP continued…
6. Student receives positive feedback from staff7. Includes a school-home communication exchange
system at least weekly8. Orientation materials provide information for a student
to get started on the intervention9. Orientation materials provide information for staff/
subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily(Crone, Horner, & Hawken, 2004)
Why does CICO work?
Improved structure Increase in contingent feedback Elevated reward for appropriate
behavior Linking school and home support Organized to morph into a self-
management system
Is My School Ready to Implement a CICO System?
• School-wide system of behavior support in place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO• Administrative support• No major changes in school climate data• CICO implementation a top priority
How Do You Build Student and Staff “buy-in” for the CICO?
Give CICO program a high profile in your school
Promote CICO as positive support not punishment
Collaboratively involve referring teachers in CICO process
Provide regular feedback to staff, students, and families
CICO/Behavior Education Program –
Referral Flow ChartTeacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level
Team
Grade Level Team discusses
concerns and makes a decision
Team decides that student is not a potential candidate for BEP – Recommends actions
for teacher(s)
Student Studies Team meets to review student data – Recommends BEP or alternative action
SST recommends and develops alternative action plan – IEP Process, Tri-County Youth Counseling Services, Small
Group Counseling, etc.
Guidance Counselors, Pupil Personnel Worker or School Psychologist
implement SST action plan
Behavior Education Program
1. Vice Principal contacts parents to initiate Behavior Education Program
2. Grade Level BEP Coordinator meets with student to instruct on process and procedures of program
Team decides that the student is a potential candidate for BEP –
Recommends student to SST and initiates Baseline Data
ResourcesPages 26-32
Activity: Check-in/Check-out
Use your ODR discipline data to identify students with similar behavioral needs to consider for CICO
Document steps for implementing CICO
WorkbookPage 13
Mentoring
Mentoring
Part of a systems approach to providing critical intervention for students who: Lack a role model Experience academic failure Maintain behavior with adult attention
Implementation/Program Development Mentoring…
Essential components of mentoring programs Involve personnel who have contact with students Select program staff Determine program goals and objectives Define target population Develop activities and procedures
Activity: Secondary Practices
Use your workbook to begin planning for Social Skills and CICO implementation
WorkbookPages 14
Implementation Evaluation & Action Planning
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Using the Referrals by Student report at the Secondary Level
Use the data to identify groups of
students for secondary
interventions.
What?
Where?
When?
When?
Why?
Do we have a problem?
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Problem Statements
Write a “problem statement” that specifies the precise nature of the problem
The more Ws (what, when, where, who, why) you incorporate into the problem statement, the more precise the problem statement will be
The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal with Timeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors in the morning reading class and afternoon social studies class in order to access peer and adult attention.
Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR
Write your Precise Problem Statement
here.
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
Solutions – Generic Strategies
Prevent Define & Teach Reward/reinforce Withhold reward/reinforcement – “Extinction” Use non-rewarding/non-reinforcing corrective
consequences Safety may need to be considered
Prevent “Trigger”
Define & Teach Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors n the morning reading class and afternoon social studies class in order to access peer and adult attention.
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal with Timeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention.
Re-teach Respect lessonsImplement CICO Reinforce respectful behaviors with DPR
Write Solutions here.
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal with Timeline, Fidelity & Outcome
Measures, & Updates
SS
JA (CICO)
All teachers
11/1/10
11/3/10
11/3/10
All 8 students will earn 80% of daily points on their daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention.
Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR Document
Implementation here.
Document Goal here.
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal with Timeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention.
Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR Evaluate here.
Activity: Action Planning
Use your disciplinary data & action steps you have been creating to apply the problem-solving model
Use the TIPS problem solving worksheet to assist you with the process
WorkbookPage 15
Practical Suggestions
Keep in mind the importance of communication, especially listening
Remember your purpose Get parents/community involved Continue ongoing assessment of program
effectiveness
Evaluate Program Effectiveness
Decrease in… Meetings with
counselor Office referrals Time outs Suspension Detention
Increase in… Student attendance Work
completion/grades Academic
performance Completion of
homework Parental/teacher
involvement Positive student-
teacher interactions
Activity: Action Items for Next Meeting
Using the Team Planning form in the back of your workbook identify your next steps (action plan) regarding secondary interventions
Evaluations Have a safe trip home!
Additional Resources:www.ncpublicschools.org/positivebehavior/ www.pbis.org
WorkbookPages 16-17